Investigating the Deep Learning Approach and Lampung Cultural Values (Piil Pesenggiri): A Theoretical and Cultural Analysis

Yanuar Dwi Prastyo; Farida Ariani; Muhammad Ubaidillah; Hanifah Zakiya; Chika Rahayu; Yanuarius Yanu Dharmawan

doi:10.31764/leltj.v13i2.36543

Investigating the Deep Learning Approach and Lampung Cultural Values (Piil Pesenggiri): A Theoretical and Cultural Analysis

Yanuar Dwi Prastyo, Farida Ariani, Muhammad Ubaidillah, Hanifah Zakiya, Chika Rahayu, Yanuarius Yanu Dharmawan

Abstract

This conceptual paper investigates how the deep learning approach articulated in the New Pedagogies for Deep Learning (NPDL) framework can be theoretically and culturally aligned with Indonesian national graduate profiles, recent Indonesian government formulations of Pembelajaran Mendalam (PM), and the Lampung cultural philosophy of Piil Pesenggiri in the context of English language teaching (ELT). Drawing on document analysis of NPDL texts, Indonesian curriculum and policy documents, the Academic Paper on Deep Learning, scholarly discussions of graduate profiles, and regional literature on Piil Pesenggiri, the study develops a tri-level comparison between global, national, and local frameworks. The analysis shows that NPDL’s six global competencies-character, citizenship, collaboration, communication, creativity, and critical thinking-broadly converge with Kemendikdasmen’s holistic, competency-based vision of graduates and with national deep learning discourse, which combines knowledge, skills, character, and citizenship in integrated graduate profiles. At the local level, core elements of Piil Pesenggiri such as juluk adok, nemui nyimah, nengah nyappur, and sakai sambayan provide cultural resources that can support the social, ethical, and collaborative dimensions of deep learning, while also generating tensions around honour, face, hierarchy, and group harmony. The paper argues that, when these convergences and tensions are explicitly recognised, ELT classrooms in Lampung can be designed as spaces for deep learning projects that develop the 6Cs through locally meaningful themes, tasks, and interaction norms. The study concludes by outlining principles for culturally responsive, deep learning-oriented ELT and by suggesting directions for future empirical research on the localisation of global pedagogies and national deep learning reforms in Indonesian schools.

Keywords

Deep learning; New Pedagogies for Deep Learning (NPDL); Piil Pesenggiri; English language teaching; Indonesia

Full Text:

PDF

References

B. Trilling and C. Fadel, 21st century skills: Learning for Life in our times. in Wiley Desktop Editions. Wiley, 2009. [Online]. Available: https://books.google.co.id/books?id=VUrAvc8OB1YC

OECD, “Equity in education: Breaking down barriers to social mobility,” Paris, 2018. doi: 10.1787/9789264073234-en.

UNESCO, Global citizenship education: topics and learning objectives. UNESCO, 2015. doi: 10.54675/DRHC3544.

E. Fauziati, “Deep learning: A theoretical review,” SUAR BETANG, vol. 20, no. 1, pp. 123–133, Jun. 2025, doi: 10.26499/surbet.v20i1.30777.

M. Fullan and M. Langworthy, A rich seam. How new pedagogies find deep learning. 2014.

M. Fullan, J. Quinn, and J. McEachen, Deep learning: Engage the world change the world. SAGE Publications, 2017. [Online]. Available: https://books.google.co.id/books?id=vXlZDwAAQBAJ

P. Griffin and E. Care, Assessment and teaching of 21st century skills: Methods and approach. Springer Dordrecht, 2015. doi: 10.1007/978-94-017-9395-7.

Kementerian Pendidikan dan Kebudayaan Republik Indonesia, Peraturan menteri pendidikan dan kebudayaan republik Indonesia nomor 81A tahun 2013 tentang implementasi kurikulum 2013. 2013.

Kementerian Pendidikan Dasar dan Menengah Republik Indonesia, “Naskah akademik pembelajaran mendalam: Menuju pendidikan bermutu untuk semua,” Feb. 2025.

Y. Y. Dharmawan, “Professional identity of faculty members: a case of multilingual context in the periphery,” in AsiaTEFL Proceedings 2023: Papers from the 21st AsiaTEFL Conference , R. J. Dickey and H. K. Lee, Eds., Daejeon: AsiaTEFL, Aug. 2023, pp. 1083–1096.

M. Lamb and Budiyanto, “Cultural challenges, identity and motivation in state school EFL,” in International Perspectives on Motivation: Language Learning and Professional Challenges, E. Ushioda, Ed., London: Palgrave Macmillan UK, 2013, pp. 18–34. doi: 10.1057/9781137000873_2.

R. C. Kurniawan, “Piil pesenggiri: A concept of political power in Lampung culture,” Jurnal Ilmu Sosial dan Ilmu Politik, vol. 21, no. 1, p. 74, Oct. 2017, doi: 10.22146/jsp.28702.

M. Kristina and R. N. Sari, “Peran kearifan lokal Lampung piil pesenggiri terhadap pendidikan karakter peserta didik di Lampung,” Attractive : Innovative Education Journal, vol. 6, no. 2, pp. 191–199, 2024, [Online]. Available: https://www.attractivejournal.com/index.php/aj/

D. Amaliah, S. Sariyatun, and A. A. Musaddad, “Values of piil pesenggiri: Morality, religiosity, solidarity, and tolerance,” International Journal of Multicultural and Multireligious Understanding, vol. 5, no. 5, p. 179, Aug. 2018, doi: 10.18415/ijmmu.v5i5.340.

F. E. Fernanda and S. Samsuri, “Mempertahankan piil pesenggiri sebagai identitas budaya suku Lampung,” Jurnal Antropologi: Isu-Isu Sosial Budaya, vol. 22, no. 2, pp. 168–177, Dec. 2020, doi: 10.25077/jantro.v22.n2.p168-177.2020.

D. A. Bujuri et al., “Environmental-based character education: Implementation of Lampung society life philosophy values (piil pesenggiri) in elementary school,” International Journal of Elementary Education, vol. 7, no. 2, pp. 243–254, May 2023, doi: 10.23887/ijee.v7i2.59250.

R. M. Sinaga, N. F. Istiawati, and M. M. Adha, “Incorporating local wisdom values of piil pesenggiri Lampung into life skills through social studies learning,” International Journal of Sustainable Social Science (IJSSS), vol. 2, no. 5, pp. 343–352, Oct. 2024, doi: 10.59890/ijsss.v2i5.2594.

G. Steiner-Khamsi, “Cross-national policy borrowing: understanding reception and translation,” Asia Pacific Journal of Education, vol. 34, no. 2, pp. 153–167, Apr. 2014, doi: 10.1080/02188791.2013.875649.

F. Marton and R. Saljo, “On qualitative differences in learning: I. Outcome and process,” British Journal of Educational Psychology, vol. 46, no. 1, pp. 4–11, 1976, doi: 10.1111/j.2044-8279.1976.tb02980.x.

J. Biggs and C. Tang, Teaching for quality learning at university. in SRHE and Open University Press Imprint. McGraw-Hill Education, 2011. [Online]. Available: https://books.google.co.id/books?id=XhjRBrDAESkC

N. Entwistle, Teaching for understanding at university: Deep approaches and distinctive ways of thinking. in Titolo collana. Macmillan Education UK, 2009. [Online]. Available: https://books.google.co.id/books?id=NGC6bwAACAAJ

J. A. C. Hattie and G. M. Donoghue, “Learning strategies: a synthesis and conceptual model,” NPJ Sci Learn, vol. 1, no. 1, p. 16013, 2016, doi: 10.1038/npjscilearn.2016.13.

J. Chen, C. Kaur, and S. Singh, “A systematic review on deep learning in education: Concepts, factors, models and measurements,” Journal of Education and Educational Research, vol. 7, no. 1, pp. 125–129, 2024, doi: 10.54097/gzk2yd38.

B. Syukron and R. Rusmadi, “Piil pesenggiri as peace culture: A local wisdom-based resolution of land conflicts in Mesuji, Lampung,” Walisongo: Jurnal Penelitian Sosial Keagamaan, vol. 26, no. 1, p. 95, Jul. 2018, doi: 10.21580/ws.26.1.2103.

G. J. J. Biesta, Good education in an age of measurement: Ethics, politics, democracy. in Interventions (Paradigm Publishers). Taylor & Francis, 2015. [Online]. Available: https://books.google.co.id/books?id=pmbvCgAAQBAJ

M. C. Nussbaum, Not for profit: why democracy needs the humanities. Princeton University Press, 2016.

B. Miseliūnaitė and G. Cibulskas, “Enhancing active learning through a holistic approach: A case study of primary education in Lithuania,” Educ Sci (Basel), vol. 14, no. 6, pp. 1–19, Jun. 2024, doi: 10.3390/educsci14060592.

K. A. Appiah, Cosmopolitanism: Ethics in a world of strangers. in Issues of Our Time. W. W. Norton, 2010. [Online]. Available: https://books.google.co.id/books?id=7N7YSHhPGPkC

M. N. Hakim, W. Hidayat, and J. Jusrianto, “Language, identity, and survival: an ethnographic study on the revitalization of the Limola language in South Sulawesi,” Frontiers in Sociology, vol. 10, Nov. 2025, doi: 10.3389/fsoc.2025.1686828.

J. Liu, “Exploring the impact of artificial intelligence-enhanced language learning on youths’ intercultural communication competence,” Humanit Soc Sci Commun, vol. 12, no. 1, p. 1757, 2025, doi: 10.1057/s41599-025-06033-x.

S. Safira and P. Astuti, “Conceptualizing the implementation of deep learning in ELT through cooperative learning for teaching speaking skills at the high school level,” Jurnal Penelitian Pendidikan, vol. 42, no. 2, pp. 269–277, Oct. 2025, doi: 10.15294/jpp.v42i2.30754.

R. Ellis, Task-based language learning and teaching. Oxford University Press, 2003.

D. Nunan, Task-based language teaching. Cambridge: Cambridge University Press, 2004. doi: 10.1017/CBO9780511667336.

C. Kramsch, “Culture in foreign language teaching,” Iranian Journal of Language Teaching Research, vol. 1, no. 1, pp. 57–78, 2013, [Online]. Available: https://ijltr.urmia.ac.ir/article_20453.html

Y. D. Prastyo, “Is cooperative learning appropriate instructional methodology to support the implementation of Curriculum 2013 in Indonesia?: Theoretical and cultural analysis. ,” in Proceedings of the Second International Conference on Education and Language (2nd ICEL 2014) , Universitas Bandar Lampung, 2014.

H. A. R. Tilaar, Pendidikan, kebudayaan, dan masyarakat madani Indonesia. Remaja Rosdakarya, 1999. [Online]. Available: https://books.google.co.id/books?id=V1U9HgAACAAJ

Zubaedi, Desain pendidikan karakter: Konsepsi dan aplikasinya dalam lembaga pendidikan, 4th ed. Kencana, 2015.

B. Bernstein, Pedagogy, symbolic control, and identity. in Class, codes, and control. Bloomsbury Academic, 2000. [Online]. Available: https://books.google.co.id/books?id=_V0L-6eTYUAC

J. Bennett, “Indigenous pedagogies in digital learning: Evaluating the impact and efficacy of YarnPods - embedding Indigenous knowledges and perspectives through yarning podcasts,” in Navigating the Terrain: Emerging frontiers in learning spaces, pedagogies, and technologies. Proceedings ASCILITE 2024. Melbourne (, T. Cochrane, V. Narayan, E. Bone, C. Deneen, M. Saligari, K. Tregloan, and R. Vanderburg, Eds., Melbourne: ASCILITE Publication, 2024, pp. 136–138.

P. P. Indonesia, Undang-undang (UU) Nomor 20 Tahun 2003 tentang Sistem Pendidikan Nasional. Indonesia, 2003.

OECD, “Future of education and skills 2030/2040,” 2018. Accessed: Apr. 05, 2025. [Online]. Available: https://www.oecd.org/education/2030-project/

D. W. Johnson and R. T. Johnson, “An educational psychology success story: Social interdependence theory and cooperative learning,” Educational Researcher, vol. 38, no. 5, pp. 365–379, Jun. 2009, doi: 10.3102/0013189X09339057.

T. Sinha, F. Wang, and M. Kapur, “Shame regulation in learning: A double-edged sword,” Educ Sci (Basel), vol. 15, no. 4, pp. 1–28, Apr. 2025, doi: 10.3390/educsci15040502.

G. H. Khajavy, D. Smid, S. Mercer, and C. Murillo-Miranda, “Embarrassment in English language classrooms: Conceptualization, antecedents, and consequences,” Stud Second Lang Acquis, vol. 47, no. 1, pp. 181–204, 2025, doi: 10.1017/S027226312400072X.

D. Hidayati, Y. Y. Dharmawan, B. Andika Prasatyo, and Luciana, “Exploring how translanguaging and multimodal learning improve EFL students’ enjoyment and proficiency,” Journal on English as a Foreign Language, vol. 14, no. 2, pp. 446–475, 2024, doi: 10.23971/jefl.v14i2.8012.

I. Farida, A. Purnomo, M. N. Juwita, and M. Ardiansyah, “Innovation model for development of an edu-tourism area based on tapis cloth for the tapis jejama kham women’s group in Pesawaran regency, Lampung province,” Sosiohumaniora, vol. 26, no. 2, pp. 330–337, Dec. 2024, doi: 10.24198/sosiohumaniora.v26i2.56971.

N. Sintia, R. T. Mawardi, and R. Prayogi, “Nilai-nilai piil pesenggiri sebagai cerminan kearifan lokal dalam legenda sumur putri,” Jurnal Kepemimpinan & Perngurusan Sekolah, vol. 10, no. 4, pp. 1561–1569, 2025, doi: 10.34125/jkps.v10i4.969.

DOI: https://doi.org/10.31764/leltj.v13i2.36543